在这个基于项目的系列课程中，学生将学习如何使用Codesters在Python中创建游戏。
我们的游戏设计课程旨在向学生展示如何使用他们的 Python 编程技能来创建游戏。为了创建经典的打砖块游戏, 学生使用嵌套循环在屏幕上添加行块, 然后使用物理引擎和碰撞事件来创建游戏机制。
在这个篮球比赛中，学生学习如何添加点击和拖动事件，让玩家控制他们的投篮角度和速度。然后，学生使用物理引擎和目标碰撞事件来记录球员射门时的得分。
有些游戏包括积极的社会信息。在回收游戏中，学生们的目标是清理公园里的垃圾，并将其回收利用以制造新的有用物品。
在这个街机式的滚动中, 学生首先要创造一个英雄, 然后添加一些敌人和其他的障碍，最后挑战玩家操作他们的英雄，达到目标并获得游戏胜利。
Each project-based lesson has around 20 activities and its divided into 3 phases: Build, Modify, and Create. The activities in the Build and Modify phases are automatically graded, including debugging and assessment activities. The capstone Create project for each lesson is graded by the teacher using a rubric provided by Codesters.
Students start by building an example project, through which they develop key coding skills. Debugging activities help students learn specific rules about syntax and the structure of code. Assessments include multiple choice questions and journal responses.
Once students have built their example project they are asked to customize the program to solidify their understanding and demonstrate proficiency with the skills they learned.
Students create a new project from scratch that uses the same core skills skills they developed in the example project. This capstone project for each lesson creates opportunities for students to deepen their understanding and to demonstrate mastery of coding topics.
Our curriculum is aligned to the CCSS Standards for Mathematical Practice as well as Computer
Science standards from the most recent draft of the CSTA K-12 Standards (K-8). For Mathematical
Practice standards we address problem-solving skills, perseverance, strategic planning, and place value on developing
an efficient problem solving approach. For Computer Science we address the standards
identified in the Algorithms and Programming.
CCCSS MP1: Make sense of problems and persevere in solving them.
In each lesson, students are given direct instruction as they build a example program that includes the programming
concepts the lesson addresses. Throughout the build process, students are intermittently asked to solve "debugging"
challenges that ask them to figure out a common problem and find a way to fix it. As a culminating activity for each
lesson, students are given a real-world based programming challenge that allows them to use the skills they've
practiced in the lesson.
CCSS MP7: Look for and Make Use of Structure.
The first lessons in our curriculum stress the importance of order and simple data structures in programming.
Programs run in order; students create programs that follow a single path from beginning to end. As they build their
example programs, they get instructions, examples, and non-examples that start to bear out the kind of structure
that is inherent to high quality programs. When they are asked to create their own original programs, they make
use of the structural elements from the lessons.
CCSS MP8: Look for and express regularity in repeated reasoning.
Our curriculum starts students as beginning text-based programmers. Their first tasks are to use pre-built commands
delivered in a certain order so that they get a certain visual outcome. This approach allows students to see
specific output/visual feedback that relates to the individual commands they’ve used.
K-12 CSTA Framework Concept: Algorithms and Programming.
All of our lessons have been developed with this framework concept in mind. We provided scaffolded instructions that
walks students through the most basic programming concepts to levels where students are dealing with sophisticated
and abstract programming concepts.
有了Codesters，学生将通过创建有趣和吸引人的项目来学习编程。每节课都是作为学生设计的项目而构建的。每个项目都会向学生介绍新的编程主题和概念，同时强化他们已经学过的内容。例如，在石头剪刀布中，学生学习使用if语句将他们的选择与计算机的随机选择进行比较，并决定谁胜出。为了创建他们想要的项目，学生们将有动力坚持学习编程。而且他们很享受这个学习过程。
教师在帮助学生学习用Codesters编程方面发挥着至关重要的作用。教师可以在控制面板上的查看每个学生的进度，看看哪些学生在哪里遇到困难。他们甚至可以深入查看学生提交的没有得到满分的实际代码。这有助于教师了解学生的学习情况，并引导他们成为专业的编程人员。
学生按照项目课程的“构建”和“修改”阶段中的说明进行操作，可以立即得到有关错误的反馈。这个反馈既包含学生友好的错误信息，也包含内置于自动评分系统中的提示和建议。即时反馈有助于学生理解和纠正错误，并顺利完成学习编程之路。
